PTE GENERAL

Functions and notions A1

August 2011
Information within this document is from the Council of Europe Breakthrough specification. Council of Europe Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd.

PTE General Level A1 is designed to be aligned to Level A1 of the Common European Framework of Reference for Languages developed by the Council of Europe also known as Breakthrough Level. The following represents the range of functions and notions that learners should be able to use to function effectively and efficiently at this level. The information has been reproduced with permission from the Council of Europe (reference DC/198/SL/CP dated 14 December 2010) from the Breakthrough specification (unpublished, Council of Europe). The full description is available on the Council of Europe website: http://www.coe.int/t/dg4/linguistic/Source/FinalBreakthrough%20specification_6Nov01.rtf

Language functions
The Learner CAN impart and elicit factual information
identifying with pointing gesture (an object) this one, that one, these, those (a person) me, you, him, her, us, them where pointing impossible (a person) It + be + me, you, him, her, us, them (a person or object) It + be + NP reporting (describing and narrating) declarative sentences within the learners grammatical and lexical competences NB This limitation applies wherever declarative sentence is specified correcting as with identifying and reporting sections above but with contrastive stress asking for confirmation declarative sentences with high-rising intonation short questions I, you, he, she, it, we, they + be/ have/do/can/will? OK? for information wh questions (time) when? (place) where? (manner) how? (reason) why? seeking identification wh questions (person) who? (thing) what? which (+ one/NP)? answering questions for confirmation Yes (+tag) No (+negative tag) for information short answers (time and place) adverbs, prepositional phrases (manner) prepositional phrases like this (with demonstration) (reason) because + declarative sentence for identification see identifying section above NP

The learner CAN express and find out attitudes

factual: agreement, etc. expressing agreement with a statement. (with positive statements) Yes (+ nod of the head) (with negative statements) No (+ shake of the head) expressing disagreement with a statement (Sorry) (with positive statements) No (+ shake of the head) (with negative statements) Yes (+ nod of the head) enquiring about agreement and disagreement OK? denying something No (+ shake of the head) factual: knowledge stating whether one knows or does not know something, someone, or a fact I (dont) know (+ NP) I know + declarative sentence enquiring whether someone knows or does not know something, someone, or a fact You know (+ NP)? You know + declarative sentence? factual: modality expressing ability and inability NP+ can(t) + VP inf enquiring about ability and inability NP+ can + VP inf? factual: certainty expressing how certain one is of something I am (not) sure. enquiring how certain someone is of something (Youre) sure? obligation expressing obligation to do something I, you, he, she, we, they/NP have to + VPinf expressing one is not obliged to do something I, you, he, she, we, they/NP dont/ doesnt have to + VPinf enquiring whether one is obliged to do something I, you, he, she, we they + have/has to+ VPinf? permission giving permission Yes You, he, she, they can (+ VPinf ) seeking permission Can I, he, she, we, they (+ VPinf )? stating that permission is not given No (Im) sorry You, he, she, they, cant (+ VPinf ) volitional expressing wants, desires something Id like + NP, please to do something Id like to + VPinf, please asking for something Can I have + NP, please? asking to do something see section on asking above enquiring about wants, desires You would like (to do) something? (To have something) NP? (To do something) You, he, she, they would like to + VPinf? expressing intention NP + will (+VPinf ) enquiring about intention NP = will (+ VPinf )? expressing preference I(d) like + NP better/best emotional expressing and reporting emotional states Im/NP + be (very) happy/sad/ glad/excited/worried/afraid enquiring about emotional states How are you? expressing liking Lovely! NP + be (very) nice I/NP love(s)/like(s) + NP (very much) expressing dislike Horrible! NP + be + not very nice I, he, she, we, they hate + NP. (disgust) Ugh! enquiring about (dis)pleasure, (dis)like OK? Do you like + NP? expressing hope I hope + so/declarative sentence expressing satisfaction Good! expressing dissatisfaction Its not good enquiring about satisfaction OK? giving reassurance Never mind There, there expressing disappointment What a pity! expressing gratitude Thank you (very much)

moral apologizing Sorry! granting forgiveness OK Thats all right expressing approval (Very) Good!

expressing appreciation (Very) good! (Very) nice! expressing regret (a shake of the head) (Im) (very) sorry. expressing indifference (with a shrug of the shoulders) It is not important.

The learner CAN get things done (suasion)

suggesting a course of action Why not + VP? including the speaker Lets (+VP) agreeing to a suggestion OK Yes, why not? Yes, lets requesting others to do something Please + VP imperative Please can you + VP infinitive inviting others to do something Please (+ VPimp) Would you like to + VPinf? accepting an offer or invitation Thank you Yes, please declining an offer or invitation No, thank you (with shake of head) Sorry! enquiring whether an invitation or offer is accepted or declined OK? Can you (+ VPinf )? advising others to do something Why not + VPinf? warning (Be) Careful! offering assistance Can I help you? requesting assistance Help! Can you help me please?

The learner CAN socialise

attracting attention Hallo! Excuse me, please greeting people Hallo (+ name)! How are you? responding Fine, thank you addressing people strangers no address form deferential or formal, especially in writing Sir/Madam acquaintances Mr./Mrs./Miss + family name friends and relations first name introducing someone (other people) (address form +) This is + name (oneself ) Hallo! Im + name reacting to being introduced Hallo! formal How do you do? congratulating someone Congratulations! Well done! proposing a toast Cheers! taking leave Goodbye!

The learner CAN structure discourse

opening a conversation Hallo! Well, expressing hesitation, looking for words .er. .er, what is it, er correcting oneself (incorrect form) No, sorry + corrected form enumerating (first item) and (second item) and (third item) summing up and so closing Well, thank you Goodbye. using the telephone opening if the caller Hallo, this is + name if the person called Hallo? (+ own telephone number/ name) asking for an extension Number/name + please requesting or giving notice of a new call (I will) call back later opening and closing a letter or e-mail opening Dear + address form closing Yours, + signature on next line

The learner CAN repair snags in communication

signalling non-understanding Sorry (?) asking for overall repetition Sorry? Again, please asking for partial repetition Sorry? (+ wh?) asking for clarification Sorry? (+ queried word?) asking for confirmation of understanding (Sorry) you said + queried word? asking for a word to be spelt out Please spell that asking for something to be written down Please write that expressing ignorance of an expression Sorry, I dont know the word appealing for assistance What is + native language expression in English? asking a speaker to slow down Slowly, please

General Notions
General notions for Breakthrough with recommended exponents
existential existence, non-existence There is + NP There is no + NP There is (no) + NP? presence, absence (not) here, (not) there availability, non-availability occurrence, non-occurrence to happen spatial location here, there where? relative position in, on, under, behind, near distance (not) far (from) how far? motion go, come, stop, start, move, push, pull, fall, drop, lift sit, stand, lie direction here, away, up, down, left, right to, from, back, forward bring, take, send, put origin from arrangement first, then, last before, after dimensions size (not) big, tall, high, deep How big, tall, high, deep? length inch, foot, yard, mile centimetre, meter, kilometre (not) long How long? pressure (not) heavy How heavy? weight ounce, pound, ton gram(me), kilogram(me) (not) heavy How heavy? volume pint litre (not) much how much? space (not) big how big? temperature degree (not) hot, (not) cold how hot?, how cold? temporal points of time number (1 12) + oclock number (1 12) + number (1 59) whats the time? divisions of time second, minute, hour, day, week, month, year times of day: morning, afternoon, evening, night seasons: spring, summer, autumn, winter indications of time yesterday, today, tomorrow last/this/next + items in 3.2 dates: ordinal numbers 1 31 + month + year names of days of week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday names of months of year: January, February, March, April, May, June, July, August, September, October, November, December names of years: at + time on + day in + month, year duration for, until, since, by (not) long how long? earliness (too) early lateness (too) late anteriority before, earlier posteriority after, later sequence first, then simultaneity at the same time continuous aspect future reference NP + will + VPinf soon, later next + items in divisions of time section above tomorrow, tonight

 present reference simple present present continuous present perfect now past reference simple past past continuous yesterday ago last + items in divisions of time section above simple present delay late speed (not) (very) fast number + miles an hour (written mph) frequency always, never, sometimes every + items in divisions of time above continuity continuous aspect perfective aspect for + number + seconds, years, etc. since + items in indications of time section above intermittence sometimes, not always permanence always, never temporariness continuous aspect (as in I am living in London vs. I live in London) for + division of time section above repetitiousness again, many times, number + times, sometimes uniqueness only one time

commencement start since + items in the indications of time section above cessation stop until, by + items in the indications of time section above stability stay, wait always never change, transition become quantitative number singular/plural cardinal numbers: 1 99, hundred, thousand, million ordinal numbers: first, second, third, etc., 1st 1,000,000th fractions: half, one + ordinal number. point (as in one point three five, written 1.35) quantity (not +) all, much, many, enough, any, some how + much, many? cup,/bottle/glass/piece + of + N degree comparative and superlative of adjectives and adverbs in vocabulary (not +) very, too, enough, much, quite qualitative physical shape round dimension see dimension section above moisture, humidity wet, dry

visibility, sight see, light, dark, look audibility, hearing hear, sound, loud, listen taste and smell to taste, to smell sweet, sour (not) good like + NP texture hard colour blue, green, yellow, red, black, white, grey, brown age (not) new, young, old How old? NP + be + number (+ years old) physical condition and actions well, strong hurt, dead hit, kick, kill accessibility (not) open cleanness (to) clean, dirty dirt material air, water (made of +) leather, plastic, wood, paper, metal, cloth, glass fullness full, to fill, (to) empty evaluative value, price How much? (not) cheap quality (not) (very) good, well acceptability OK

 adequacy (not) OK, (not) (adj) enough (not) too +adj desirability/undesirability nice, to like correctness/incorrectness (not) right capacity/incapacity can, cant importance (not) important how important? normality/abnormality (un)usual(ly) facility/difficulty (not) easy mental reflection to hope, to know, to think expression to say, to ask, to write relational spatial relations temporal relations action-event relations agency agent as subject NP (as in: My cat eats fish):

objective objective as object NP (as in: He eats fish) dative to + NP (as in: Give the book to me) instrumental with + NP (as in: He opened the door with his key) benefactive for + NP (as in: I have bought this for you) place time manner, means like this (with demonstration) fast, well, hard how? with + NP contrastive relations equality/inequality (not) the same (as + NP), another (not) as adj/adv as NP contrast (not) like comparative degree + than + NP possessive relations ownership, possession possessive adjectives: my, your, his her, our, their possessive pronouns: mine, yours, his, hers, ours, theirs have, give, get

logical relations conjunction and, but disjunction or inclusion/exclusion with(out) cause why? because of + NP because + sentence(s) effect so reason why? because of + NP because + S purpose to + VPinf (as in I did it to help you) condition if + S

deixis definite non-anaphoric personal pronouns, subject forms personal pronouns, non-subject forms possessive adjectives possessive pronouns demonstrative adjectives and pronouns definite article interrogative (WH) pronouns interrogative adjectives adverbs anaphoric personal pronouns, subject forms personal pronouns, non-subject forms possessive adjectives possessive pronouns demonstrative adjectives and pronouns adverbs pro-clause definite article propword pro-VP indefinite indefinite article indefinite pronouns, personal indefinite pronouns non-personal indefinite adverbs: place indefinite adverbs: time indefinite adverbs: manner a, an somebody, anybody, nobody, everybody something, anything, nothing, everything somewhere, anywhere, nowhere, everywhere some times, any time, never, always somehow, anyhow, in no way he, she, it, they him, her, it, them his, her, its, their his, hers, theirs this, that, these, those there, then so (as in Is the food good? I think so) the one (as in I like the red one) do (so) (as in He asked me to come in and I did (so).) I, you, he, she, it, we, they me, you, him, her, it, us, them my, your, his, her, its, our, their mine, yours, his, hers, ours, theirs this, that, these, those the who? what? which? what? which + NP? here, there, now, then

semi-deictics Generic nouns may be used in a deictic, more particularly an anaphoric function e.g. person, people, man, woman, boy, girl, child, animal, plant, thing, stuff, place, time, way (as in: I know Bill well and I like the man)

Themes and specific notions

The personal domain
personal identification Adult learners CAN state and write down (e.g. in application and registration forms, or in personal notes): their name, address, telephone number and e-mail address, nationality, where they are from, what they do for a living, their family, personal relations, likes and dislikes, personal possessions. They CAN elicit and understand similar information from others. With assistance if necessary, younger learners CAN state and elicit information regarding: their name, address, family, friends, pets, school and personal possessions. They can spell their name and address and give a telephone number. name personal names first names nicknames family names Mr. Mrs. Miss Ms. (writing only) to write names of letters of the alphabet to be address to live street names number names of cities names of countries telephones, fax and e-mail telephone cardinal numbers 0-10 to phone number zero nought, oh (receptive) fax e-mail at (written @) dot (written .) slash (written /) date and place of birth to be born, birthday age sex male female man woman boy girl marital status (not) married nationality names of nationalities origin to be from names of countries occupation names of occupations to be a (e.g. I am a teacher, my mother is a nurse) places of work (to) work (e.g. What is your work? I work in a hospital) education (see also Section D below school university student to study to learn to go to (school, university) names of subjects family family father mother husband wife child son daughter brother sister cousin religion names of religious affiliations ( e.g. Christian, Catholic, Protestant, Orthodox, Muslim, Hindu, Agnostic, Atheist) God faith to believe likes and dislikes character and personal appearance to be (+ not) (+ very) to look (+ not) (+ very) brave clever kind nice tall slim dark fair

house, home and environment Learners CAN refer to the home, its rooms, furnishings, equipment, services, amenities, and to the main features of the environment, its landscape, climate and weather, flora and fauna. They CAN understand and elicit similar information from other people. Younger learners CAN name many of the common zoo and domestic animals and their young. They CAN describe their own pets and their care. They CAN listen to simple stories about animals, read very simple well-illustrated childrens books about animals and watch animal films, videos and TV broadcasts. accommodation, rooms house flat room floor bathroom bedroom toilet living-room kitchen garage garden window door wall (to) rent furniture, bedclothes chair table bed bedclothes services heat(ing) light(ing) switch (on/off ) equipment and amenities machine bath shower telephone computer cooker fridge household articles knife fork spoon plate cup bottle glass towel box clock environment town park country field hill river lake sea(side) flora and fauna animal pet names of animals (pets, zoo and domestic) e.g. cat, dog, tiger, cow, bird, insect plant names of plants e.g. grass, flower, tree, vegetable climate and weather weather sun(ny) rain(y) fog(gy) snow(y) ice, icy wind(y) storm(y) flood

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daily life Learners CAN speak about the main features of their daily routines at home and elicit and understand similar information from other people. They can talk about the major seasonal and religious festivals. at home home to get up to wash to (un)dress to go to bed to have: a meal breakfast lunch dinner supper to clean to go: out to work to school shopping to come home seasonal festivals names of festivals (e.g. Christmas, Easter)

free time, entertainment Learners CAN say when they are free and what they do in their spare time. They can elicit and understand information on these topics from other people. leisure to be free (to go on) holiday to go out play and games to play toy doll draw(ing) paint(ing) game names of games (e.g. ludo, snap, poker) names of playground equipment (e.g. swing, slide, see-saw) hobbies and interests hobby names of hobbies, e.g. gardening, DIY names of fields of interest, e.g. the Internet, the arts, sport, politics walk to collect names of collectables, e.g. stamps, dolls, teddy bears entertainment, media radio hi-fi to listen (to) television, TV video to watch programme news quiz film music intellectual and artistic pursuits (to) talk to read book art music kinds of music (e.g. classical, pop) names of musical instruments (e.g. guitar, piano) to sing, song dance sports and physical activities sport names of sports and games (e.g. football, athletics, chess) match to play to win to swim to walk to run (to) cycle press (news)paper magazine story article picture page

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relations with other people Learners CAN refer to and establish personal relations, participate in social life and deal with correspondence. They CAN understand simple information, e.g. on dates, names, places, addresses wishes, etc. on postcards, greetings cards, invitations, etc. social life (boy-/girl-) friend partner colleague guest to know to visit present party correspondence to write (to) to hear (from) card letter fax e-mail to send to get paper pen pencil envelope to answer

The public domain

public entertainment: cinema, theatre, spectator sports Adult and teenage learners CAN take part in public entertainment events, finding out what is on offer, booking and buying tickets, buying programmes, finding their seats, etc. They CAN discuss them later. They CAN recognise relevant information in written texts, such as on posters and in programmes. Younger learners CAN talk about films, etc. they like, have seen or want to see. cinema theatre stadium kinds of entertainment (e.g. play, film, show, concert, gig} to watch ticket programme seat

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travel Adult and teenage learners CAN refer to places, speak about and use travel facilities, such as means of public and private transport, tourist accommodation, luggage and documents. They CAN elicit and understand such information from other people. They CAN give and receive simple directions, written and spoken, as to how to get to places. They CAN gather relevant information from written texts, such as timetables, roadside signs and notices. Younger learners CAN name, describe and talk about means of transport, journeys they have made, places they like, have been to or would like to visit. They CAN give and follow simple directions, especially if repeated and accompanied by appropriate gestures. places public transport to go (by) means of transport (e.g. bus, train, plane, taxi, ship) ticket return to go to arrive station airport stop platform information private transport (bi)cycle car to drive driver garage petrol traffic, directions street road motorway traffic lights common road sign texts (e.g. stop!, slow!, accident, road works ahead.) stop (turn) left, right (keep) straight on park holidays tourist visit names of sights and buildings of interest foreign names of cities names of countries names of continents beach accommodation hotel camp site tent to book single room double room key bill luggage luggage case bag documents passport insurance driving licence

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health and body care All learners CAN refer to matters of personal well-being, personal hygiene and health. They CAN describe symptoms in simple terms to a doctor or dentist. Adult learners CAN elicit and understand similar information from other people. They CAN report accidents and use medical services and understand simple information and instructions given by a doctor or nurse, using repair strategies as needed. They CAN read and understand simple written instructions such as those on medicine bottles, tablets, etc. parts of the body names of parts of the body (e.g. head, eyes, ears, nose, mouth, tooth, chest, back, stomach, arms, legs, fingers, foot) personal well-being to feel to look (un)well better hungry thirsty tired awake asleep (to) sleep to wake up hygiene towel wash bath shower soap ailments, accidents Help! names of illnesses, e.g. cold, flu ill(ness) (to have a) pain/ache (in a body part) hurt accident fire break burn cut blood medical services medicine tablet names of medicines, e.g. aspirin, antibiotic. hospital clinic doctor nurse dentist chemist medicine names of medicines glasses ambulance

shopping Learners CAN refer to and use shopping facilities, refer to and purchase goods, such as foodstuffs, clothes and souvenirs, using repair procedures as needed, and elicit and understand information from others on these matters. They CAN understand store guides (e.g. information on where to find goods, lifts, toilets, etc.). They CAN gather simple information from the labelling of goods (name, price, contents, sell- & use-by dates, instructions for cooking, cleaning, etc). shopping facilities shop (to go) shopping market supermarket store names of kinds of shop (e.g. bakery, florists) names of goods (e.g. bread, book, toy, necklace, hankies) to pay (for) to buy to sell names of weights and measures ( e.g. gram(me), kilo, meter) foodstuffs clothes, fashion clothes names of articles of clothing (e.g. coat, skirt, dress, shirt, trousers, jeans, shoes, stockings) to put on to take off watch prices and quality of goods cost to pay sale money note change pound (written ) penny euro (written) cent names of national currencies (e.g. dollar, franc) credit card receipt

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food and drink Learners CAN refer to, buy and order various kinds of food and drink and can elicit and understand information from other people on these matters. types of food and drink food to eat to taste vegetable names of vegetables salad (to)cook(ed) meat names of kinds of meat (e.g. pork, beef, lamb) sausage fish names of kinds of fish (e.g. cod, salmon, tuna) chicken egg cheese soup salt pepper fruit names of fruits (e.g. apple, orange) bread butter sweet(s) chocolate ice(-cream) (to) drink names of drinks (e.g. water, milk, lemonade, beer, wine) eating and drinking out restaurant caf pub menu bill self-service waiter

services Adult learners CAN refer to and use postal, banking, garage, medical, security and emergency services. They CAN elicit and understand information from others on these matters. They CAN read and understand the basic information and instructions on public signs, notices, leaflets and brochures relating to these services. Younger learners CAN name buildings, jobs and workers in the service area. In post offices, clinics and in contact with police officers, they CAN make simple requests and ask, understand and answer questions relevant to their needs, if given help. post post office mail parcel telephone, fax and e-mail bank bank change note (travellers) cheque (to) cash police police (police) officer police station to steal to lose medical services garage, breakdown services garage names of parts of car problem (not) to work broken to repair to tow petrol station petrol oil full to check to wash

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